Managing examination induced stress among students using FEAR-model of cognitive behavioural intervention: Policy implications for educational evaluators

All over the world, many students experience examination-induced stress. This study explored the problem and factors associated with managing of examination induced stress among university students in Nigeria using FEAR-Model of cognitive behavioural intervention. The study employed a randomized pretest-posttest framework. A total of 159 students (38 males and 42 females in treatment group; 41 males and 38 females in waitlisted control group) participated in the study. The recruited participants were assigned to two comparison groups using sequence allocation method. The Exam Stress Scale was used as the instrument for assessing the condition of students at Time 1, Time 2, and Time 3 respectively. A 16-session treatment manual for examination was utilized by the therapist to deliver the therapy. The result of repeated analysis of variance showed that the FEAR-model of CBT was a beneficial intervention with therapeutic effect in managing participants’ examination-induced stress scores as measured with Exam Stress Scale at posttest and follow-up stages. The study concludes that FEAR – Model of Cognitive Behavioural Therapy is efficacious in the reduction of examination-induced stress among undergraduate students in public universities.